4th Grade I-Can Statements
4th Grade English Language Arts Checklist
RL.4.6 - I can tell the difference between first- and third-person narrators.
L.4.1.E - I can correctly write and use prepositional phrases.
L.4.2.A - I can correctly use capitalization in all of my writing.
L.4.1.F - I can write complete sentences.
L.4.3.B - I can choose various punctuation to help me show different moods in writing.
L.4.5.B - I can recognize and explain the meaning of common idioms, adages and proverbs.
L.4.5.A - I can explain the meaning of simple similes and metaphors in context.
L.4.5 - I can show that I understand figurative language.
L.4.5.C - I can understand words by relating them to their antonyms and synonyms.
L.4.4.A - I can use context clues to figure out the meanings of words or phrases.
RL.4.2 - I can summarize a fiction text in my own words.
L.4.2.D - I can use appropriate references to help me spell fourth grade words.
L.4.3.C - I can figure out when I need to use formal speech and when I can use informal speech.
RL.4.5 - I can write or talk about the differences between poems, plays and fictional stories.
RL.4.4 - I can figure out the meanings of words and phrases an author uses.
RF.4.4 - I can fluently read and understand books at my level well.
RF.4.3 - I can show what I have learned about letters, sounds and words in my reading.
RF.4.3.A - I can read unfamiliar words that have more than one syllable.
RF.4.4.A - I can read and understand fourth grade texts.
RF.4.4.B - I can read fourth grade books and poems aloud accurately, at the right speed and with expression.
RF.4.4.C - I can use what I understand from my reading to help me figure out or correct words I am having trouble with.
RL.4.2 - I can figure out the theme of a fiction text by thinking about the details in the text.
RL.4.3 - I can use specific details in fiction text to help me describe a character, setting or event in the story.
RL.4.4 - I can understand words that have been created from characters found in mythology (e.g., Herculean).
RL.4.5 - I can refer to specific elements of poems (verse, rhythm, meter) and plays (characters, settings, descriptions, dialogue, stage directions) when I write or talk about a piece of fiction.
RL.4.6 - I can compare and contrast different stories by thinking about the points of view from which they are told.
RL.4.7 - I can make connections between a written text and a visual or oral presentation of the same text.
RL.4.9 - I can compare and contrast how authors from different cultures write about similar themes (e.g., good vs. evil) in stories, myths and traditional literature.
RL.4.9 - I can compare and contrast how authors from different cultures write about patterns of events (e.g., the quest) in stories, myths and traditional literature.
RL.4.10 - I can read and understand fourth grade stories, plays and poems independently
RI.4.1 - I can explain what informational text teaches me by referring to details and examples from the text.
RI.4.1 - I can draw inferences from informational texts by referring to details and examples from the text.
RI.4.2 - I can figure out the main idea in informational texts.
RI.4.2 - I can explain how the main idea in informational texts is supported by the details in the text.
RI.4.2 - I can use my own words to summarize informational texts I have read.
RI.4.3 - I can read about and explain historical events and tell why they happened using information that was given in the text.
RI.4.3 - I can read about a scientific procedure, idea or concept and explain what and why it happened using information that was given in the text.
RI.4.3 - I can read about a technical procedure, idea or concept and explain what and why it happened using information that was given in the text.
RI.4.5 - I can describe the organization (e.g., time order, comparison, cause & effect or problem & solution) of events, ideas, concepts or information in informational texts.
RI.4.6 - I can compare and contrast the information given in a firsthand account (a person who was present) and secondhand account (a person who was not present, but was told) of the same event or topic.
RI.4.7 - I can figure out, understand and use information from charts, graphs, diagrams, timelines, animations or other internet presentations to help me explain my understanding of informational texts.
RI.4.8 - I can explain how an author uses reasons and evidence to support particular points in informational texts.
RI.4.9 - I can use information from two different informational texts on the same topic to help me write or speak with knowledge about the topic.
RI.4.10 - I can read and understand fourth grade informational texts independently.
W.4.1 - I can write to share my opinion on topics or texts and provide reasons and information to support that opinion.
W.4.1.A - I can write my opinion in an organized way that introduces my topic clearly, states my opinion, and groups related ideas together.
W.4.1.B - I can give reasons that are supported by facts and details when writing my opinion.
W.4.1.C - I can connect my opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.1.D - I can write a conclusion (ending) that is related to the opinion I present.
W.4.2 - I can write to inform/explain topics or ideas to others clearly.
W.4.2.A - I can write an informative text that introduces my topic and then groups related information together in paragraphs or sections.
W.4.2.A - I can include special formatting (e.g., headings), illustrations and multimedia in my writing to help others understand my topic better.
W.4.2.B - I can develop a topic using facts, definitions, details, quotations or other information and examples.
W.4.2.C - I can connect related ideas using words and phrases (e.g., another, for example, also, because).
W.4.2.D - I can use precise wording and specific vocabulary to teach others about a topic.
W.4.2.E - I can write a conclusion (ending) that is related to the information or explanation I present.
W.4.3 - I can write stories with good technique, detailed descriptions and a clear sequence.
W.4.3.C - I can use different types of transitional words and phrases to help with the sequence of my story.
W.4.4 - I can produce clear and organized writing.
W.4.4 - I can produce writing that is appropriate for my purpose, audience and task.
W.4.6 - I can use technology to create and publish my writing.
W.4.6 - I can use technology to communicate and collaborate with others.
W.4.7 - I can conduct short research projects to help me learn about topics through investigation.
W.4.8 - I can recall what I have learned or find new information from books or technology to help me with my research.
W.4.9 - I can gather evidence from fiction or informational text to support my investigation, thinking and research.
W.4.9.A - I can apply all that I have learned in 4th grade reading to writing literature texts.
W.4.9.B - I can apply all that I have learned in 4th grade reading to writing informational texts.
W.4.10 - I can write with stamina for short time frames or over a longer period of time depending on my purpose, audience and topic.
SL.4.1 - I can effectively participate in different types of discussions and with different people.
SL.4.1 - I can build on others' ideas and express my own ideas clearly.
SL.4.1.A - I can come to discussions prepared to share my ideas because I have read or studied the required material.
SL.4.1.A - I can use what I know and what I have read to explore new ideas about a topic during a discussion.
SL.4.1.B - I can follow agreed-upon rules for discussion and carry out my assigned role.
SL.4.1.C - I can ask and answer questions to help me understand discussions, stay on topic and that contribute to others' ideas and remarks.
SL.4.1.D - I can think about what is discussed and explain any new thinking that I have.
SL.4.2 - I can paraphrase text that is read aloud or information that is presented to me.
SL.4.3 - I can identify the reasons or evidence that a speaker gives to support his/her points.
SL.4.4 - I can report on a topic or tell a story with correct and appropriate facts and details to support my main idea.
SL.4.4 - I can speak clearly and at an appropriate pace when I give a report or share a story or experience.
SL.4.5 - I can create engaging audio recordings or visual displays to help me better explain a main idea or theme when necessary.
SL.4.6 - I can figure out when to use formal English and when it is appropriate to use informal English.
L.4.1.A - I can use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) correctly when I write or speak.
L.4.1.B - I can correctly write and use progressive verb tenses (e.g., I was talking, I am talking, I will be talking).
L.4.1.C - I can use auxiliary words to show different conditions (e.g., can, may, must).
L.4.1.D - I can use the common patterns I have learned about adjectives to order them correctly in sentences.
L.4.1.F - I can recognize inappropriate sentence fragments and run on sentences.
L.4.1.G - I can correctly use commonly confused words (e.g., to, too, two; their & there).
L.4.2.B - I can use commas and quotation marks to show direct speech and quotations from a text.
L.4.2.C - I can correctly use a comma before a conjunction when connecting two simple sentences.
L.4.3 - I can write, speak, read and listen by using my knowledge of the English language.
L.4.3.A - I can choose interesting words and phrases to help others understand my ideas better.
L.4.4 - I can determine the meanings of words by using the strategies I have learned and by thinking about what I have read.
L.4.4.B - I can determine the meanings of unknown words by using what I know about common Greek and Latin prefixes, suffixes and roots.
L.4.4.C - I can use print and computer reference sources to help me find the pronunciations and clarify meanings of new words or phrases.
L.4.6 - I can figure out and use fourth grade words that show specific actions, emotions or states of being.
L.4.6 - I can figure out and use fourth grade words that are centered around a specific topic.
RI.4.4 - I can figure out the meanings of words and phrases in science and social studies texts.
4th Grade Math Checklist
4.OA.A.1 - I can understand that multiplication equations can be seen as comparisons of groups (e.g., 24 = 4 x 6 can be thought of as 4 groups of 6 or 6 groups of 4).
4.OA.A.2 - I can multiply or divide to solve word problems by using drawings or writing equations and solving for a missing number.
4.OA.A.3 - I can use what I know about addition, subtraction, multiplication and division to solve multi-step word problems involving whole numbers.
4.OA.A.3 - I can represent word problems by using equations with a letter standing for the unknown number.
4.OA.A.3 - I can determine how reasonable my answers to word problems are by using estimation, mental math and rounding.
4.OA.B.4 - I can find all factor pairs for a whole number from 1 to 100.
4.OA.B.4 - I can recognize a whole number as a multiple of each of its factors.
4.OA.B.4 - I can determine whether a whole number from 1 to 100 is a multiple of a given one-digit number.
4.OA.C.5 - I can create a number or shape pattern that follows a given rule.
4.OA.C.5 - I can notice and point out different features of a pattern once it is created by a rule.
4.NBT.A.1 - I can recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
4.NBT.A.2 - I can read and write larger whole numbers using numerals, words and in expanded form.
4.NBT.A.2 - I can compare two larger numbers by using what I know about the values in each place. symbols to show the comparison.
4.NBT.A.2 - I can compare two larger numbers and use the symbols >, = and < to show the comparison.
4.NBT.A.3 - I can round larger whole numbers to any place.
4.NBT.B.4 - I can add and subtract larger numbers
4.NBT.B.5 - I can multiply a whole number up to four digits by a one-digit whole number.
4.NBT.B.5 - I can multiply two two-digit numbers.
4.NBT.B.5 - I can illustrate and explain how to multiply larger numbers by using equations, arrays or models.
4.NBT.B.6 - I can find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors.
4.NBT.B.6 - I can illustrate and explain how to divide larger numbers by using equations, arrays or models.
4.NF.A.1 - I can explain (and show models for) why multiplying a numerator and a denominator by the same number does not change the value of a fraction.
4.NF.A.1 - I can recognize and generate equivalent fractions based on my knowledge of numerators and denominators.
4.NF.A.2 - I can compare two fractions with different numerators and different denominators by creating common denominators or numerators or by comparing them to a benchmark fraction like one-half.
4.NF.A.2 - I can recognize that comparisons of fractions are valid only when the two fractions refer to the same whole.
4.NF.A.2 - I can compare fractions using the symbols >, = and <, and justify the comparison by using models.
4.NF.B.3 - I can understand a fraction a/b, with a > 1, as a sum of fractions 1/b.
4.NF.B.3.A - I can understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.B.3.B - I can decompose a fraction into a sum of fractions with the same denominator in more than one way and justify my work using models.
4.NF.B.3.C - I can add and subtract mixed numbers with like denominators.
4.NF.B.3.D - I can solve word problems involving addition and subtraction of fractions that refer to the same whole and that have like denominators.
4.NF.B.4 - I can apply my understanding of multiplication to multiply a fraction by a whole number.
4.NF.B.4.A - I can understand a fraction a/b as a multiple of 1/b (e.g., I know that 5/4 is the product of 5 x (1/4)).
4.NF.B.4.B - I can understand a multiple of a/b as a multiple of 1/b and use that knowledge to multiply a fraction by a whole number (e.g., n x (a/b) = (n x a)/b).
4.NF.B.4.C - I can solve word problems involving multiplication of a fraction by a whole number.
4.NF.C.5 - I can show a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100 in order to add the two fractions.
4.NF.C.6 - I can use decimals to show fractions with denominators of 10 and 100.
4.NF.C.7 - I can compare two decimals to hundredths by reasoning about their size and realizing that the comparison is only true if the two decimals refer to the same whole.
4.NF.C.7 - I can compare decimals using the symbols >, = and <, and justify the comparison by using models.
4.MD.A.1 - I can show that I know the relative size of measurement units within one system of units (including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec).
4.MD.A.1 - I can show the measurements in a larger unit in terms of smaller units and record these in a table.
4.MD.A.2 - I can use the four operations (+, -, x, /) to solve word problems involving measurement.
4.MD.A.2 - I can solve measurement problems involving simple fractions and decimals.
4.MD.A.2 - I can solve problems that ask me to express measurements given in a larger unit in terms of a smaller unit.
4.MD.A.2 - I can show measurement quantities using diagrams that involve a measurement scale (e.g., a number line).
4.MD.A.3 - I can use what I know about area and perimeter to solve real world problems involving rectangles.
4.MD.B.4 - I can make a line plot to show a data set of measurements involving fractions.
4.MD.B.4 - I can solve problems involving addition and subtraction of fractions by using information shown in line plots.
4.MD.C.5 - I can recognize angles as geometric shapes where two rays share a common endpoint.
4.MD.C.5 - I can understand concepts of angle measurement.
4.MD.C.5.A - I can understand that angles are measured with reference to a 360-degree circle, with its center at the common endpoint of the rays.
4.MD.C.5.B - I can understand that an angle that turns through n one-degree angles is said to have an angle measurement of n degrees.
4.MD.C.6 - I can use a protractor to measure and sketch angles in whole-number degrees.
4.MD.C.7 - I can solve real-world and mathematical addition and subtraction problems to find unknown angles. I can use geometry to help me understand math:
4.G.A.1 - I can identify and draw points, lines, line segments, rays, angles and perpendicular & parallel lines.
4.G.A.2 - I can classify two-dimensional shapes based on what I know about their geometrical attributes.
4.G.A.2 - I can recognize and identify right triangles.
4.G.A.3 - I can recognize, identify and draw lines of symmetry.
4th Grade Science Checklist
4-LS1-1 - I can explain how the internal and external structures of plants help them survive, grow, act in certain ways, and reproduce. I can explain how the internal and external structures of animals help them survive, grow, act in certain ways, and reproduce.
4-LS1-2 - I can use a model to tell you about the ways that animals receive different types of information through their senses. I can use a model to show that animals use their brain to process information. I can use a model to show that animals respond to information in different ways.
4-ESS1-1 - I can talk about changes in the Earth's landscape over time using evidence found in rock formations and fossils in rock layers.
4-ESS2-1 - I can discuss the ways that water, ice, wind, or plant life can change the Earth's surface. I can make observations and measurements that show weather and/or erosion are taking place.
4-ESS2-2 - I can use information found on maps to discover patterns on Earth's surface.
4-ESS3-2 - I can come up with solutions to problems that some natural Earth processes, like earthquakes, volcanoes, or floods, can cause for humans.
4-PS3-1 - I can explain how the speed of an object is related to the energy of that object.
4-PS3-2 - I can explain how energy can be transferred by sound, light, heat, and electricity.
4-PS3-3 - I can ask and answer questions about the energy transfers that occur when two objects crash.
4-PS3-4 - I can use what I know about energy to create devices that convert energy from one form to another.
4-PS4-1 - I can create a model of waves to show patterns in amplitude and wavelength. I can create a model of waves to show that waves can cause objects to move.
4-PS4-2 - I can create a model to show that light reflecting from an object and entering the eye allows the object to be seen.
4-PS4-3 - I can compare different ways that patterns are used to transfer information.
3-5-ETS1-1 - I can find a design that needs to be fixed. I can define what a successful design would involve. I can plan the amount of materials, time, or money that it would take to complete the fix.
3-5-ETS1-2 - I can evaluate possible solutions to a problem when presented with more than one solution. I can discuss which solution would work best and tell you why.
3-5-ETS1-3 - I can test a model or prototype so that I can figure out what improvements are needed.
3-5-ETS1-3 - I can test a model or prototype so that I can figure out what improvements are needed.
4th Grade Social Studies Checklist
4.3.4 - I can talk about the lives of women who helped build early California.
4.1 - I can compare similarities and differences between the physical geographic features that define regions in California. I can compare similarities and differences between the human geographic features that define regions in California.
4.1.1 - I can define latitude and longitude. I can use latitude and longitude to find absolute locations of places in California and on Earth.
4.1.2 - I can locate the following things on a map: the North Pole, the South Pole, the equator, the prime meridian, the tropics, and the hemispheres. I can use coordinates to plot locations.
4.1.3 - I can name the state capital. I can tell you how the characteristics and physical environments of the regions in California affect human activity.
4.1.4 - I can identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes in California. I can explain their effects on the growth of towns.
4.1.5 - I can use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.
4.2 - I can describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.
4.2.1 - I can talk about the major nations of California Indians. I can tell you about their relationships with the physical environment. I can tell you how they lived.
4.2.2 - I can talk about the early land and sea routes to California. I can talk about European settlements in California. I can talk about the importance of mountains, deserts, ocean currents, and wind patterns in the early exploration of California.
4.2.4 - I can talk about the Spanish missions in California. I can describe how they were mapped. I can tell how geography and economic factors affected their placement. I can talk about how the mission system expanded the influence of Spain and Catholicism.
4.2.5 - I can describe the daily lives of the people who occupied the presidios, missions, ranchos, and pueblos.
4.2.6 - I can talk about the role of the Franciscans in changing California from a hunter-gatherer economy to an agricultural economy.
4.2.7 - I can describe the effects of the Mexican War for Independence on Alta California, including its effects on the territorial boundaries of North America.
4.2.8 - I can talk about the period of Mexican rule in California.
4.3 - I can talk about life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.
4.3.1 - I can locate early Mexican settlements in California and those of other settlements, including Fort Ross and Sutter's Fort.
4.3.2 - I can talk about the different reasons people had for coming to California. I can compare different routes that people traveled to get to California and the types of transportation that they used.
4.3.3 - I can talk about the effects of the Gold Rush on settlements, daily life, politics, and the physical environment of California.
4.3.5 - I can talk about how California became a state and how its new government differed from those during the Spanish and Mexican periods.
4.4 - I can explain how California became an agricultural and industrial power. I can talk about how California has changed from 1850 to present.
4.4.1 - I can describe the Pony Express, the Overland Mail Service, and Western Union. I can talk about why they are important. I can talk about the building of the transcontinental railroad. I can talk about the contributions of Chinese workers to the construction.
4.4.2 - I can talk about how the Gold Rush changed California.
4.4.3 - I can talk about immigration and migration to California between 1850 and 1900. I can talk about the diverse groups of people that came to California and the conflicts between them.
4.4.4 - I can talk about how quickly some cities and towns grew in California. I can give some reasons why this happened.
4.4.5 - I can talk about the effects of the Great Depression, the Dust Bowl, and World War II on California.
4.4.6 - I can talk about the growth and relocation of new industries in California since the turn of the century
4.4.7 - I can trace the evolution of California's water system into a network of dams, aqueducts, and reservoirs.
4.4.8 - I can describe the history of California's public education system.
4.4.9 - I can talk about the impact some Californians have had on the artistic and cultural development of the nation. I can talk about the rise of the entertainment industry in California.